Abstract
PurposeThis paper reports on how micro-learning design principles are being trialled in an Australian and a Malaysian university to make online courses more accessible and attractive, and a more positive experience, with the aim of increasing student success. Central to this approach is segmenting materials into “bite-size” instalments by way of short micro-lecture presentations and reducing other content. The aim of this “less is more” strategy is to reduce unnecessary cognitive load as an impediment to learning so that focus can shift to prioritising the most essential skills and content. The purpose of this trial is to explore the efficacy of micro-learning as a means for increasing student engagement and learning.Design/methodology/approachThe trials involved a mixed mode methodology drawing on qualitative and ratings data from course satisfaction surveys and records on grades and completion.FindingsTo date, results have shown significant increases in student engagement and satisfaction, and also performance. Our application of micro-learning included reducing volume of content based on its practical value, use of novelty (e.g. infusing guest presenter input) and design of practical and collaborative student activities.Research limitations/implicationsEarly results are encouraging regarding apparent utility for engaging learners and ease of application, i.e. implementability and transference potential. However, the rapidly expanding area of online learning requires further research to establish a well-validated evidence base for effective online teaching practices.Practical implicationsThe findings are relevant to universities involved in online and blended learning. Micro-learning design methods show promise in being able to address major engagement barriers including cognitive overload.Social implicationsMore students are struggling with learning in today's social environment brought about with the massification of higher education. Micro-learning seeks to address major barriers these learners face with methods that go beyond traditional teaching practices.Originality/valueFindings here are encouraging and contribute to existing understanding on ways to increase learner engagement in the competitive and fast-growing area of online learning for universities globally.
Highlights
Cognitive overload and the stress that it creates leave many learners with a sense of feeling “overwhelmed” by the volume materials. This has been identified as a major barrier
I found that cognitive overload and stress leading to a sense of being overwhelmed by volume in learning materials had been identified as a major barrier to effective learning and motivation to engage, especially for students entering university (Kamel, 2018; Sweller, 2010; Whitehead, 1949)
The key aim is to develop a prototype of a standardised format for utilising micro-learning design to structure the content of courses into manageable “chunks” to help improve student engagement, their learning experience and performance
Summary
Cognitive overload and the stress that it creates leave many learners with a sense of feeling “overwhelmed” by the volume materials. Micro-learning seeks to address cognitive overload as a major barrier facing many learners today (Korstange et al, 2020), by reducing information volume and making learning materials more attractive and engaging for students (Jomah et al, 2016; Kamel, 2018).
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